The Use of Verbal and Imagery Mnemonics in Second-Language Vocabulary Learning

Cohen, Andrew D.

doi:10.1017/s0272263100006501

Cited by 63 publications

(44 citation statements)

References 46 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A questionnaire is developed primarily on the basis of a general review of the relevant literature (mainly Cohen 1987Cohen , 1990Cohen & Aphek 1981;Nation 1990;O'Malley et. al.…”

Section: The Studymentioning

confidence: 99%

Vocabulary Memorizing Strategies by Chinese University Students

Yang¹,

Dai²

2012

IES

View full text Add to dashboard Cite

The findings of the study indicate that students prefer to engage in the vocabulary learning strategies that would be most appealing to them and that would entail less manipulation of the language. Of the four vocabulary memorizing strategies cited in the study (rote repetition, structural associations, semantic strategies, and mnemonic keyword techniques), students apparently tended to favor the second and the third ones, though rote repetition remains appealing to some of them. Mnemonic devices such as keyword method were rather unpopular to most of the students because they would involve the learners in more active performance of the target language.

show abstract

“…A questionnaire is developed primarily on the basis of a general review of the relevant literature (mainly Cohen 1987Cohen , 1990Cohen & Aphek 1981;Nation 1990;O'Malley et. al.…”

Section: The Studymentioning

confidence: 99%

Vocabulary Memorizing Strategies by Chinese University Students

Yang¹,

Dai²

2012

IES

View full text Add to dashboard Cite

show abstract

“…Until 1980s, there was not a systematic approach for teaching vocabulary except using a set of mnemonics of which the most important one was keyword. One of these efforts came from memory works done around 1930s that led to the emergence of the Mnemonics (Cohen, 1987), therefore the main concern mostly became investigating the role of mnemonics and memory enhancing devices in the preceding years. Sagarra & Alba (2006) mention that keyword and rote memorization are among the most studied vocabulary learning methods to day (also in Mohsenifar, 2007).…”

Section: Introductionmentioning

confidence: 99%

Comparative Effect of Memory and Cognitive Strategies Training on EFL Intermediate Learners’ Vocabulary Learning

Banisaeid¹

2013

ELT

View full text Add to dashboard Cite

The present study was conducted to compare the effect of memory and cognitive strategies training on vocabulary learning of intermediate proficiency group of Iranian learners of English as a foreign language. It is to check how memory and cognitive strategies training affect word learning of EFL intermediate learners (N=60) who were homogenized by the Nelson proficiency test (Nelson 250 B). They were divided into two experimental groups. For omitting the words learners know, pre test of vocabulary was taken. Also a questionnaire adapted by Rezaee et al (2004) based on Kudo' (1999) work with the reliability of 0.92 was taken to deduce not only their familiarity of strategies but also their knowledge of strategies uses. In the first experimental group, 30 students were trained to use memory strategies (keyword and semantic map) in word learning and in the other experimental group, the other 30 students were taught to learn the same new English words through cognitive training (flashcards and repetition). The course consisted of 11 sessions (two two-hour sessions per week). At the end the data was collected using a teacher made test as the post test (including 60 open ended items). The results of the independent t-test shown that there is no significant difference between the effect of cognitive and memory strategy training on intermediate EFL learners' word learning. In general, the finding suggests that memory strategies training and cognitive strategy training respectively enhance memory and cognitive strategy uses

show abstract

“…First, it is possible that some students become less accurate in using word-building strategy because they do not use the strategy in their language learning. Cohen (1987) mentions that when language learners are away from using a strategy, they tend to become less accurate in using the strategy as well.…”

Section: Discussionmentioning

confidence: 99%

Iranian Students‟ Recognition of Derived Nouns: Do Students Deal with Words as Entire Units Directly or through a Process of Word Building Strategy?

Amiri¹,

Hesabi²,

Rasekh³

2011

JLTR

View full text Add to dashboard Cite

Abstract-The study presented in this article deals with the use of word-building strategy, one which helps EFL students' skill of word recognition. There are two observable strategies which are usually employed in working out the meaning of unknown words: The direct method refers to students' general attempt to learn vocabulary items without any conscious attention to the internal structure of the word. The second which is a word building process relies on the ability to work out the meaning of the item by analyzing the constituent parts of the word. The effect of each strategy could by subject to controversy. Is it the word building processes which might be used as a major strategy or is it dealing with words as entire units without attending to the parts? Thirty under-graduate students majoring in TEFL at Islamic Azad University, Najafabad Branch, participated in a task involving them in finding translation equivalents of lexical items presented to them in two translation tasks which required them to give the Persian (L1) translations for English words (L2). The words given to them in the tow tasks included both stem words as well as derived words. An Interview was run to get information about how the participants recognized the meaning of the words which were given to them to translate. The results of our comparison of the data showed that few students out of the entire population seemed to have and employ word-building knowledge. The majority did not use word-building knowledge in recognizing derived words; they favored an approach which involved attention to the whole unit. Students' word recognition was the found to be the consequence of frequency of exposure rather than knowledge of parts. Explanations are introduced for why EFL participants prefer to expand their vocabulary knowledge without much relying on derivations information available to them.

show abstract

The Use of Verbal and Imagery Mnemonics in Second-Language Vocabulary Learning

Cited by 63 publications

References 46 publications

Vocabulary Memorizing Strategies by Chinese University Students

Vocabulary Memorizing Strategies by Chinese University Students

Comparative Effect of Memory and Cognitive Strategies Training on EFL Intermediate Learners’ Vocabulary Learning

Iranian Students‟ Recognition of Derived Nouns: Do Students Deal with Words as Entire Units Directly or through a Process of Word Building Strategy?

Contact Info

Product

Resources

About